Pub Date : 2025-11-29DOI: 10.1177/13621688251387320
Xin Qi
This qualitative study explores learners’ perceptions of the sources of language anxiety in Chinese as a second language (L2) learning in online environments, and how they cope with it. Nine participants, all of whom experienced high levels of L2 anxiety, were selected from a group enrolled in synchronous online Chinese classes during the Covid-19 pandemic. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings reveal that learning languages online presents a unique anxiety-provoking situation, resulting in several distinctive sources of L2 anxiety, such as a lack of self-discipline, difficulty adjusting to the transition, fear of online exposure, unnatural online environment for interaction, etc. In response, learners employed a variety of strategies, such as snacking, reviewing course recordings after class, seeking support from technology, and using other problem-solving techniques. Although online learning introduces new sources of L2 anxiety, learners actively engage in strategies to overcome these challenges, rather than passively accepting or avoiding them. The implications of these findings suggest that both learners and teachers should be aware of the prevalence of L2 anxiety in online environments, reflect on its causes and effects, and work to identify and address L2 anxiety early. Teachers can also modify teaching practices to foster an interactive and collaborative online community and offer asynchronous learning materials for support. Moreover, the universities and relevant institutions should support learners and teachers by offering training, distributing electronic devices, enhancing online teaching platforms, and restructuring course content and structures.
{"title":"‘My speech becomes just a voice, a picture’: Exploring language anxiety in Chinese as a second language learning in online environments","authors":"Xin Qi","doi":"10.1177/13621688251387320","DOIUrl":"https://doi.org/10.1177/13621688251387320","url":null,"abstract":"This qualitative study explores learners’ perceptions of the sources of language anxiety in Chinese as a second language (L2) learning in online environments, and how they cope with it. Nine participants, all of whom experienced high levels of L2 anxiety, were selected from a group enrolled in synchronous online Chinese classes during the Covid-19 pandemic. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings reveal that learning languages online presents a unique anxiety-provoking situation, resulting in several distinctive sources of L2 anxiety, such as a lack of self-discipline, difficulty adjusting to the transition, fear of online exposure, unnatural online environment for interaction, etc. In response, learners employed a variety of strategies, such as snacking, reviewing course recordings after class, seeking support from technology, and using other problem-solving techniques. Although online learning introduces new sources of L2 anxiety, learners actively engage in strategies to overcome these challenges, rather than passively accepting or avoiding them. The implications of these findings suggest that both learners and teachers should be aware of the prevalence of L2 anxiety in online environments, reflect on its causes and effects, and work to identify and address L2 anxiety early. Teachers can also modify teaching practices to foster an interactive and collaborative online community and offer asynchronous learning materials for support. Moreover, the universities and relevant institutions should support learners and teachers by offering training, distributing electronic devices, enhancing online teaching platforms, and restructuring course content and structures.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"92 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-28DOI: 10.1177/13621688251378559
Zhiyin Renee Dong, Chao Han, Shaofeng Li
The impact of corrective feedback explicitness on second language acquisition remains a critical area of inquiry, yet research on classroom-based learning of Mandarin tones – particularly challenging for first language (L1) English speakers – remains scarce. Furthermore, most feedback studies are conducted in laboratory settings, which may not reflect real-world second language (L2) classroom learning. The few classroom-based studies that exist often lack internal validity, such as failing to include a control group. Additionally, individual learner differences are rarely considered when investigating feedback effectiveness. To address these gaps, this study compares the effectiveness of two feedback types – recasts and metalinguistic feedback – in U.S. university students’ learning of Chinese tones within an online communicative classroom environment. It also examines whether feedback effects are modulated by learners’ explicit knowledge of vocabulary tone values and working memory capacities. Forty-eight novice learners of Chinese were assigned to three groups (recasts, metalinguistic feedback, control) and completed an online synchronous course comprising four 65–85-minute sessions over two weeks. Feedback effects were assessed through controlled (sentence reading) and spontaneous (picture description) oral production tasks administered before, immediately after, and two weeks post-treatment. Phonological short-term memory was evaluated via a nonword recall test, while executive working memory was measured with a listening span test. Results revealed that recasts produced larger and more sustainable gains than metalinguistic feedback, particularly in spontaneous tone use. While phonological short-term memory had minimal impact, executive working memory predicted pretreatment tone accuracy and enhanced the effects of recasts but was negatively associated with the utility of metalinguistic feedback. Vocabulary tone knowledge was linked to pretreatment tone accuracy; however, improvements in this knowledge resulting from instruction did not influence feedback effectiveness. This study highlights the efficacy of recasts in Mandarin tone learning, reinforcing the superiority of implicit over explicit metalinguistic instruction for similar L2 phonological targets.
{"title":"Feedback explicitness, working memory, and explicit knowledge in online classroom-based second language Mandarin tone learning","authors":"Zhiyin Renee Dong, Chao Han, Shaofeng Li","doi":"10.1177/13621688251378559","DOIUrl":"https://doi.org/10.1177/13621688251378559","url":null,"abstract":"The impact of corrective feedback explicitness on second language acquisition remains a critical area of inquiry, yet research on classroom-based learning of Mandarin tones – particularly challenging for first language (L1) English speakers – remains scarce. Furthermore, most feedback studies are conducted in laboratory settings, which may not reflect real-world second language (L2) classroom learning. The few classroom-based studies that exist often lack internal validity, such as failing to include a control group. Additionally, individual learner differences are rarely considered when investigating feedback effectiveness. To address these gaps, this study compares the effectiveness of two feedback types – recasts and metalinguistic feedback – in U.S. university students’ learning of Chinese tones within an online communicative classroom environment. It also examines whether feedback effects are modulated by learners’ explicit knowledge of vocabulary tone values and working memory capacities. Forty-eight novice learners of Chinese were assigned to three groups (recasts, metalinguistic feedback, control) and completed an online synchronous course comprising four 65–85-minute sessions over two weeks. Feedback effects were assessed through controlled (sentence reading) and spontaneous (picture description) oral production tasks administered before, immediately after, and two weeks post-treatment. Phonological short-term memory was evaluated via a nonword recall test, while executive working memory was measured with a listening span test. Results revealed that recasts produced larger and more sustainable gains than metalinguistic feedback, particularly in spontaneous tone use. While phonological short-term memory had minimal impact, executive working memory predicted pretreatment tone accuracy and enhanced the effects of recasts but was negatively associated with the utility of metalinguistic feedback. Vocabulary tone knowledge was linked to pretreatment tone accuracy; however, improvements in this knowledge resulting from instruction did not influence feedback effectiveness. This study highlights the efficacy of recasts in Mandarin tone learning, reinforcing the superiority of implicit over explicit metalinguistic instruction for similar L2 phonological targets.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"175 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145610922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-17DOI: 10.1177/13621688251400407
{"title":"Corrigendum to “Working memory, L2 proficiency, and L2 speech performance across different task types”","authors":"","doi":"10.1177/13621688251400407","DOIUrl":"https://doi.org/10.1177/13621688251400407","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145531466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-11DOI: 10.1177/13621688251376529
Vera Trager, Roger Gilabert
Research on task-based language teaching (TBLT) has gained significant attention in recent years, yet studies on task design have primarily focused on manipulating task variables for research purposes. Little is known about teachers’ design processes, their choices, and how they balance design variables for pedagogical tasks. This study investigates task design processes in primary school contexts using an innovative web-based design tool. Thirty-five primary school teachers participated, with their design activities captured through think-aloud protocols. This approach provided a detailed view of teachers’ strategies, challenges, and iterative refinements during task creation. The findings reveal previously undocumented aspects of task design, including how teachers navigate the task cycle, their cognitive processes during design, and the 18 micro-stages involved in the task design process. Additionally, the results highlight teachers’ attention to linguistic features within their tasks and their choice of Focus on Form techniques. The study underscores the complexity of task design and highlights the potential of web-based tools and think-aloud methodologies for examining authentic pedagogical practices. These insights have implications for teacher education and professional development, offering guidance to enhance task design skills and support digital integration in teaching practices.
{"title":"Integrating digital tools in task design: Insights from primary school EFL teachers","authors":"Vera Trager, Roger Gilabert","doi":"10.1177/13621688251376529","DOIUrl":"https://doi.org/10.1177/13621688251376529","url":null,"abstract":"Research on task-based language teaching (TBLT) has gained significant attention in recent years, yet studies on task design have primarily focused on manipulating task variables for research purposes. Little is known about teachers’ design processes, their choices, and how they balance design variables for pedagogical tasks. This study investigates task design processes in primary school contexts using an innovative web-based design tool. Thirty-five primary school teachers participated, with their design activities captured through think-aloud protocols. This approach provided a detailed view of teachers’ strategies, challenges, and iterative refinements during task creation. The findings reveal previously undocumented aspects of task design, including how teachers navigate the task cycle, their cognitive processes during design, and the 18 micro-stages involved in the task design process. Additionally, the results highlight teachers’ attention to linguistic features within their tasks and their choice of Focus on Form techniques. The study underscores the complexity of task design and highlights the potential of web-based tools and think-aloud methodologies for examining authentic pedagogical practices. These insights have implications for teacher education and professional development, offering guidance to enhance task design skills and support digital integration in teaching practices.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"81 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145485671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-11DOI: 10.1177/13621688251380930
Carly Steele, Bernadine Yeatman
In Australia, many Aboriginal and Torres Strait Islander children speak contact languages, dialects and creoles, formed from traditional languages and English. Upon entry to the schooling system, these students are required to learn standardized Australian English (SAE) to access curriculum content. In our experiences, dominant monolingual English-only teaching approaches did not meet the English as an additional language and/or dialect (EAL/D) learning needs of students who speak Indigenous contact languages, and we decided to undertake a classroom-based critical participatory action research (CPAR) study to investigate why learning SAE is so difficult in these contexts. To do this, we explored some language differences between an Indigenous contact language and SAE using contrastive analysis with students in years 1, 3 and 5. With a focus on grammatical differences, our sociolinguistic discourse analysis of student responses over three lessons showed they were highly engaged with the learning and were mostly able to notice the language differences but sometimes found it difficult to separate and switch between the two languages, despite their explicit knowledge of the grammatical rules. To make sense of this, we turn to Schmidt’s Noticing Theory and theories of second dialect acquisition that propose acquiring two closely related languages may present a greater challenge for the learner. Using this to guide our future practice, we conclude that contrastive analysis is useful to develop learners’ language awareness but must form part of an ongoing program for teaching language differences supported by partnerships between Indigenous and non-Indigenous practitioners with sufficient opportunity for students to engage with oral language practice. To do this, teachers require a high level of language awareness and knowledge about language learning.
{"title":"Using contrastive analysis to develop language awareness for speakers of an Indigenous contact language in an Australian classroom","authors":"Carly Steele, Bernadine Yeatman","doi":"10.1177/13621688251380930","DOIUrl":"https://doi.org/10.1177/13621688251380930","url":null,"abstract":"In Australia, many Aboriginal and Torres Strait Islander children speak contact languages, dialects and creoles, formed from traditional languages and English. Upon entry to the schooling system, these students are required to learn standardized Australian English (SAE) to access curriculum content. In our experiences, dominant monolingual English-only teaching approaches did not meet the English as an additional language and/or dialect (EAL/D) learning needs of students who speak Indigenous contact languages, and we decided to undertake a classroom-based critical participatory action research (CPAR) study to investigate why learning SAE is so difficult in these contexts. To do this, we explored some language differences between an Indigenous contact language and SAE using contrastive analysis with students in years 1, 3 and 5. With a focus on grammatical differences, our sociolinguistic discourse analysis of student responses over three lessons showed they were highly engaged with the learning and were mostly able to notice the language differences but sometimes found it difficult to separate and switch between the two languages, despite their explicit knowledge of the grammatical rules. To make sense of this, we turn to Schmidt’s Noticing Theory and theories of second dialect acquisition that propose acquiring two closely related languages may present a greater challenge for the learner. Using this to guide our future practice, we conclude that contrastive analysis is useful to develop learners’ language awareness but must form part of an ongoing program for teaching language differences supported by partnerships between Indigenous and non-Indigenous practitioners with sufficient opportunity for students to engage with oral language practice. To do this, teachers require a high level of language awareness and knowledge about language learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"139 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145485674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-28DOI: 10.1177/13621688251385089
Simon Mumford, Kenan Dikilitaş
The resolution of identity tensions has become an important theme in language teacher identity development, but an identity tension approach to language teacher researcher identity is missing from the literature. This systematic literature review examines the inherent tensions and conflicts in teacher researcher identity development. A search across multiple academic databases yielded studies that problematize identity conflicts and tensions. We reviewed a total of 25 studies published between 2008 and 2024 and analysed how challenges related to teachers’ engagement in research shape the experiences of teachers who engage in various forms of research. After compiling a list of tensions across studies, the authors used thematic analysis to determine three categories of tensions: those relating to the research itself, teacher researchers, and institutions. The review highlights the contextualized nature of tensions, which depend on factors such as the type of institution, teacher profile, and the purpose of the teacher research (TR) (e.g. formal or informal teacher education), and underlines that tensions can interact in complex ways, across the three levels. Further analysis revealed sub-categories with each level and found important sub-themes of conceptual tensions relating to teachers, and values-related and resource-related tensions associated with institutions. The review points to the relationship between these key sub-themes, and the role of the institution in providing the practical and motivational support to counteract the cognitive dissonance caused by challenges, and enable teachers to take on researcher identities. The review also underlines a need for a partnership between teachers and institutions, and a three-point strategy is proposed, setting out the responsibilities of each side.
{"title":"A review of the literature on language teacher researcher identity: Tensions and their resolutions","authors":"Simon Mumford, Kenan Dikilitaş","doi":"10.1177/13621688251385089","DOIUrl":"https://doi.org/10.1177/13621688251385089","url":null,"abstract":"The resolution of identity tensions has become an important theme in language teacher identity development, but an identity tension approach to language teacher researcher identity is missing from the literature. This systematic literature review examines the inherent tensions and conflicts in teacher researcher identity development. A search across multiple academic databases yielded studies that problematize identity conflicts and tensions. We reviewed a total of 25 studies published between 2008 and 2024 and analysed how challenges related to teachers’ engagement in research shape the experiences of teachers who engage in various forms of research. After compiling a list of tensions across studies, the authors used thematic analysis to determine three categories of tensions: those relating to the research itself, teacher researchers, and institutions. The review highlights the contextualized nature of tensions, which depend on factors such as the type of institution, teacher profile, and the purpose of the teacher research (TR) (e.g. formal or informal teacher education), and underlines that tensions can interact in complex ways, across the three levels. Further analysis revealed sub-categories with each level and found important sub-themes of conceptual tensions relating to teachers, and values-related and resource-related tensions associated with institutions. The review points to the relationship between these key sub-themes, and the role of the institution in providing the practical and motivational support to counteract the cognitive dissonance caused by challenges, and enable teachers to take on researcher identities. The review also underlines a need for a partnership between teachers and institutions, and a three-point strategy is proposed, setting out the responsibilities of each side.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"149 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1177/13621688251367852
Teppo Jakonen, Derya Duran, Pauliina Peltonen
Chatbots and other conversational agents based on speech recognition and processing technologies have been gaining ground in the field of language education. Although previous research has shown that automatic recognition of second language (L2) speech is difficult, little attention has been paid to how L2 teachers and learners interact with such technology when used as an interactional participant in classroom settings. Addressing this gap, this article provides a qualitative analysis of interactional practices of unplanned and situated pronunciation instruction as a teacher and 10- to 13-year-old young learners of L2 English complete robot-assisted language learning (RALL) activities in a primary school English-as-a-foreign-language (EFL) context in Finland. Drawing on 14 hours of video recordings, we use multimodal conversation analysis (CA) to analyse extended repair sequences that involve interactional problems related to word recognition by a social robot. Through a sequential analysis of selected data extracts, we show how the teacher and learners correct these problems by establishing a corrective focus for providing instruction on and modifying learners’ word-level pronunciation, such as the quality of individual sounds or word stress. From the teacher’s perspective, this consists of drawing learners’ attention to pronunciation details by highlighting sounds in learners’ talk and the robot’s talk, using embodied conduct, and modelling a target-like word pronunciation. Our findings shed light on the interactional organisation of RALL activities and some of the real-life consequences of limitations in speech recognition technologies for L2 teaching and learning interactions with conversational agents. The work conducted by the teacher to convert interactional troubles into meaningful learning opportunities suggests that human agency is needed to optimally guide and mediate language learning interactions with conversational agents based on artificial intelligence (AI) and automatic speech recognition (ASR), as these agents are less capable of showing the kind of interactional and instructional adaptation that is part of human–human interaction.
{"title":"Situated L2 pronunciation instruction during small-group robot-assisted language learning activities","authors":"Teppo Jakonen, Derya Duran, Pauliina Peltonen","doi":"10.1177/13621688251367852","DOIUrl":"https://doi.org/10.1177/13621688251367852","url":null,"abstract":"Chatbots and other conversational agents based on speech recognition and processing technologies have been gaining ground in the field of language education. Although previous research has shown that automatic recognition of second language (L2) speech is difficult, little attention has been paid to how L2 teachers and learners interact with such technology when used as an interactional participant in classroom settings. Addressing this gap, this article provides a qualitative analysis of interactional practices of unplanned and situated pronunciation instruction as a teacher and 10- to 13-year-old young learners of L2 English complete robot-assisted language learning (RALL) activities in a primary school English-as-a-foreign-language (EFL) context in Finland. Drawing on 14 hours of video recordings, we use multimodal conversation analysis (CA) to analyse extended repair sequences that involve interactional problems related to word recognition by a social robot. Through a sequential analysis of selected data extracts, we show how the teacher and learners correct these problems by establishing a corrective focus for providing instruction on and modifying learners’ word-level pronunciation, such as the quality of individual sounds or word stress. From the teacher’s perspective, this consists of drawing learners’ attention to pronunciation details by highlighting sounds in learners’ talk and the robot’s talk, using embodied conduct, and modelling a target-like word pronunciation. Our findings shed light on the interactional organisation of RALL activities and some of the real-life consequences of limitations in speech recognition technologies for L2 teaching and learning interactions with conversational agents. The work conducted by the teacher to convert interactional troubles into meaningful learning opportunities suggests that human agency is needed to optimally guide and mediate language learning interactions with conversational agents based on artificial intelligence (AI) and automatic speech recognition (ASR), as these agents are less capable of showing the kind of interactional and instructional adaptation that is part of human–human interaction.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"6 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1177/13621688251368647
Mirosław Pawlak, Elouise Botes, Mariusz Kruk, Lisa Stempfer
Second and foreign language (L2) learning boredom has triggered a spate of studies in recent years. Researchers have also developed instruments that tap into this emotion. However, such tools contain many items, may be culture-specific, or have a disputed factor structure. To address these shortcomings, we aimed to develop and validate a short version of the 23-item Boredom in Practical English Classes-Revised (BPELC-R) Scale. A dataset from 1,254 students in degree programs in English from different countries (i.e., Hungary, Iran, Iraq, Poland) was used. Data were split into two groups, and the first sample was used to develop the short-form measure, with principal component analysis (PCA) resulting in a unidimensional model. Through ant-optimization algorithms and traditional item analysis, 10 items were retained that constituted the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS). Based on data from the second sample, the tool was characterized by acceptable internal consistency reliability, as well as discriminant and convergent validity. The analysis also yielded evidence for measurement invariance with respect to age and gender, with limited invariance found for country.
{"title":"Development and validation of the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS)","authors":"Mirosław Pawlak, Elouise Botes, Mariusz Kruk, Lisa Stempfer","doi":"10.1177/13621688251368647","DOIUrl":"https://doi.org/10.1177/13621688251368647","url":null,"abstract":"Second and foreign language (L2) learning boredom has triggered a spate of studies in recent years. Researchers have also developed instruments that tap into this emotion. However, such tools contain many items, may be culture-specific, or have a disputed factor structure. To address these shortcomings, we aimed to develop and validate a short version of the 23-item Boredom in Practical English Classes-Revised (BPELC-R) Scale. A dataset from 1,254 students in degree programs in English from different countries (i.e., Hungary, Iran, Iraq, Poland) was used. Data were split into two groups, and the first sample was used to develop the short-form measure, with principal component analysis (PCA) resulting in a unidimensional model. Through ant-optimization algorithms and traditional item analysis, 10 items were retained that constituted the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS). Based on data from the second sample, the tool was characterized by acceptable internal consistency reliability, as well as discriminant and convergent validity. The analysis also yielded evidence for measurement invariance with respect to age and gender, with limited invariance found for country.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"58 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1177/13621688251367856
Phung Dao, Phil Hiver, Mai Xuan Nhat Chi Nguyen, Jianing E, Zehui Yang
This systematic review examines existing empirical second language studies on the approaches to conceptualizing and measuring online second language learner engagement in technology-mediated second-language learning/teaching settings, identifying strengths and limitations of current measures and outlining potential improvements. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, we conducted a systematic review of empirical studies on online second language learner engagement. The review focused on several key areas, including the characteristics of second language research investigating online learner engagement, the ways in which the concept of online learner engagement is conceptualized, the indicators used to operationalize it, and the primary areas of focus and key findings emerging from this body of research. Our intent with this systematic review is to provide a comprehensive evaluation of existing empirical studies on online second language learner engagement and to offer suggestions not only for future research directions in this important area but also for implications regarding online teaching and learning practices in technology-mediated second language learning and teaching settings.
{"title":"Online second language learner engagement: A systematic review of conceptual frameworks, research methods, and key findings","authors":"Phung Dao, Phil Hiver, Mai Xuan Nhat Chi Nguyen, Jianing E, Zehui Yang","doi":"10.1177/13621688251367856","DOIUrl":"https://doi.org/10.1177/13621688251367856","url":null,"abstract":"This systematic review examines existing empirical second language studies on the approaches to conceptualizing and measuring online second language learner engagement in technology-mediated second-language learning/teaching settings, identifying strengths and limitations of current measures and outlining potential improvements. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, we conducted a systematic review of empirical studies on online second language learner engagement. The review focused on several key areas, including the characteristics of second language research investigating online learner engagement, the ways in which the concept of online learner engagement is conceptualized, the indicators used to operationalize it, and the primary areas of focus and key findings emerging from this body of research. Our intent with this systematic review is to provide a comprehensive evaluation of existing empirical studies on online second language learner engagement and to offer suggestions not only for future research directions in this important area but also for implications regarding online teaching and learning practices in technology-mediated second language learning and teaching settings.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"636 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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